Writing with peer response using different types of genre knowledge: Effects on linguistic features and revisions of sixth-grade writers-Reference-Cited by-同舟云学术

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Writing with peer response using different types of genre knowledge: Effects on linguistic features and revisions of sixth-grade writers

Published:2016-09-28 Issue:1 Volume:111 Page:66-80
ISSN:0022-0671
Container-title:The Journal of Educational Research
language:en
Short-container-title:The Journal of Educational Research

Author:

Hoogeveen Mariette¹,van Gelderen Amos²³

Affiliation:

1. Department of Primary Education, National Institute for Currciculum Development, Enschede, the Netherlands

2. Faculty of Social and Behavioral Sciences, Kohnstamm Institute, University of Amsterdam, Amsterdam, the Netherlands

3. Department of Language Acquisition and Development, Rotterdam University of Applied Sciences, Rotterdam, the Netherlands

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00220671.2016.1190913

Reference90 articles.

1. Analytical Tools to Facilitate Transitions Into New Writing Contexts: A Communicative Perspective

2. The role of comprehension monitoring in Children's revision

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1. Effective writing instruction for students in grades 6 to 12: a best evidence meta-analysis;Reading and Writing;2024-04-24

2. Illuminating Student Voices in Research: What 7 ^th Graders Report Learning After a Revision Unit of Study;Literacy Research and Instruction;2023-10-16

3. Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education;SAGE Open;2020-04

4. “It takes two”: The added value of structured peer-assisted writing in explicit writing instruction;Contemporary Educational Psychology;2020-01

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